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Running Head: ANNOTATED BIBLIOGRAPHY 1
Annotated Bibliography
Brenda Sipe
Ferris State University
Critical Issues
IDSL 810
Dr. Roberta Teahen and Dr. Gary Wheeler
July 26, 2015
ANNOTATED BIBLIOGRAPHY 2
Annotated Bibliography
805 Readings
Dezure, D. (2015). Innovations in the undergraduate curriculum. In L. R. Lattuca (Ed.), National
reports on the undergraduate curriculum: Higher Education Curriculum. Retrieved from
http://education.stateuniversity.com/pages/1896/Curriculum-Higher-Education.html
Dezure describes curriculum trends in the twenty-first century as content mastery
evolving to focus on broad competencies, and integrative learning experiences. She says
diversity learning and global competency emerged as undergraduate curriculum issues
recently, and that global competency skills include critical thinking, communication
skills, technological skills, and collaboration. Learning communities were initiated to
address the development of these proficiencies. She also describes strategies and
structures that have evolved to assist students in integrating the elements of their college
experience.
While offering few opinions or little deep analysis, Dezure places recent trends in
curriculum development on a linear timeline where they can be understood in context,
and she provides an overview of current trends which the researcher can study further.
Mullen, C. M. (2012). Why access matters: The community college student body. Washington,
D.C.: American Association of Community Colleges (Policy Brief 2012-01PBL).
This brief discusses open access policies espoused by most community colleges. Public
demands for return on investment threaten this access. According to the author, since
open access benefits students as well as other higher educational institutions, by serving
ANNOTATED BIBLIOGRAPHY 3
the population of minorities and adults, community colleges should not be penalized.
This brief focuses on ways to ensure access is not limited to high potential students.
Mullen provides useful data regarding community college demographics and trends, as
well as arguments about the clarity and accuracy of current completion data. He suggests
timely policies and data standards that will inform legislation and ensure access not be
eroded in the name of completion.
810 Readings & Video
American Association of Community Colleges. (2012, April). Reclaiming the American dream:
A report from the 21st-Century Commission on the Future of Community Colleges.
Washington, DC: Author. Retrieved from http://www.aacc.nche.edu/21stCenturyReport
The American Association of Community Colleges launched the 21st Century Initiative
in 2011 with the goal of educating an additional five million students with degrees or
credentials by 2020. In phase one, information was gathered from over 1,300
stakeholders from across the U.S., and several dozen issues were identified. In phase two,
the 21st Century Commission on the Future of Community Colleges met with the goal of
preserving its mission and imagining a new future. This report is a culmination of that
effort.
This report summarizes challenges facing community colleges, and proposes a detailed,
yet cohesive, plan for addressing issues and creating massive change. Particularly useful
are specific examples of community colleges as entrepreneurs, numerous reference
tables, material on common core state standards, and a degree qualification profile from
the Lumina Foundation.
ANNOTATED BIBLIOGRAPHY 4
American Association of Community Colleges. (2014). Empowering community colleges to
build the nation’s future: An implementation guide. Retrieved from:
www.aacc21stcenturycenter.org
This report is an implementation guide for community colleges as a follow up to 2012's
report: Reclaiming the American dream. Dr. Walter Bumphus, president and CEO of the
American Association of Community Colleges, states that community colleges must
change dramatically while remaining firm in their values: opportunity, equity, and
academic excellence.
This report contains a detailed plan for implementation of the three R's: redesign students'
educational experiences, reinvent institutional roles, and reset the system to promote
student success; along with seven specific recommendations. Useful resource material is
included on pathways, completion, common core standards, college readiness, K-12 and
community college collaboration, and dual enrollment.
Humphreys, D. (2012). What's wrong with the completion agenda--and what we can do about it.
Liberal Education, 98(1), 8-17.
Humphreys states that completion initiatives have been designed as a result of the larger
trend of adults going back to college in order to succeed in a global economy, and not
completing. She believes these initiatives are too simplistic. Accordingly, since public
funding has been cut due to an economic downturn, issues need to be solved with less
money. Today’s workforce needs global skills, so Humphreys advocates a completion
plus quality approach.
ANNOTATED BIBLIOGRAPHY 5
Humphreys makes a timely and convincing argument that the focus on completion alone
can undermine the teaching of critical thinking, writing, and communication skills, all of
which are needed to succeed in a global economy. She discusses useful practices and
suggests policies that can promote both quality and completion.
Johnson, L., Becker Adams, S., Estrada, V., & Freeman, A. (2014). The NMC Horizon report:
2014 higher education edition. Austin, Texas: The New Media Consortium.
This report from an international body of experts examines technology trends which will
have an impact on education in the next five years. Six emerging technologies are
identified for higher education. Trends and challenges for each of the technologies are
also discussed.
Topic discussions are thoroughly researched with diagrams, numerous examples, and
references to actual projects for further reading. The report is comprehensive and
valuable for prioritizing institutional initiatives related to technology.
Jones, S. (2015). The game changers: Strategies to boost college completion and close attainment
gaps. Change: The Magazine of Higher Learning, 47(2), 24-29.
Jones, founder of Complete College America (CCA), recommends five strategies for
increasing student success: performance funding, co-requisite remediation, 15 to finish,
structured schedules, and guided pathways. The CCA Alliance now includes 35 states as
members.
ANNOTATED BIBLIOGRAPHY 6
Jones cites several studies supporting these five strategies, offering compelling evidence
that they work. Graphs and charts are useful to the researcher as a reference for these
student success strategies.
Rao, D. (February, 2004). The open door policy: Hidden barriers to postsecondary education for
nontraditional adult learners. Focus on Basics: Connecting Research and Practice, 6, 10-
13. Retrieved from 2004. http://www.ncsall.net/?id=1742004
According to Rao, non-traditional adult learners benefit by the open door policy of most
community colleges, but they are often ill-prepared for the rigors of college. Nearly all
community colleges offer remedial courses in math, English, and writing, which are
typically non-degree bearing courses. Success rates for remediation vary, as do standards
from college to college, and state to state. Cost is also a deterrent.
Rao's belief that community colleges need to re-think admitting students with very low
academic skills is in disparity with his belief in open access for all. The author offers no
suggestion as to alternative educational paths for students whose skills are lacking. Data
presented, is however, useful to the researcher.
Recombinant education: Regenerating the learning ecosystem. (2012) KnowledgeWorks
Forecast 3.0. Cincinnati: KnowledgeWorks.
This report examines five major societal shifts or disruptions that the authors believe will
impact learning over the next decade, along with ideas for responding to these disruptions
creatively. They are: democratized start-up, high fidelity living, de-institutionalized
production, customizable value webs, and shareable cities. The report makes the case for
ANNOTATED BIBLIOGRAPHY 7
leaders to prioritize changes, creatively integrating technological advances into
educational practice.
In addition to identifying these five disruptions, the article is a valuable resource for
knowledge about how companies outside of academia are responding to trends. The
report also cites examples of how some of these trends are being used in education. The
report should help administrators make plans for the technological future of their
institutions.
Rhoades, G. (2012). The incomplete completion agenda: Implications for academe and the
academy. Liberal Education, 98(1), 18-25.
Rhoades observes that state governments are instituting policies designed to increase
student performance despite government funds for education being cut. According to
Rhoades the completion agenda threatens to create social stratification and reduce quality
of education. The policy discourse differs according to political party, but doesn't address
developing the next generation of educational leaders. Rhoades argues that policy makers
should prioritize quality by better supporting tenure track faculty and assisting adjunct
faculty with their jobs. He believes that academic quality and student success would
follow.
Rhoades primarily holds government and policies responsible for the issues colleges are
facing. His article sheds light on some of the ways policies influence results, and offers
insights to leaders who aspire to influence policy.
ANNOTATED BIBLIOGRAPHY 8
Smith, C. A., Baldwin, C., & Schmidt, G. (2015, April). Student success centers: Leading the
charge for change at community colleges. Change: The Magazine of Higher Learning,
47(2), 30-39. http://dx.doi.org/10.1080/00091383.2015.1018087
The authors show how grant-funded student success centers formed around a
shared agenda in Arkansas, Connecticut, California, Michigan, New Jersey, Ohio, and
Texas have increased student success and completion at community colleges. These
centers provide practical support and vision for: research, policy development, program
design, and fundraising. According to the authors, the centers have made impressive
progress, but challenges include reliance on funding, state governance in states that
already have centralized structures like California and Connecticut, and initiative fatigue.
Smith, Baldwin, and Schmidt are advocates of Student Success Centers, as
indicated by their respective positions. They believe in the value of the centers, even
though, they do not make a strong case for the need of centers in states that already have
a coordinating agency. They discuss initiative fatigue but also list numerous initiatives
that the Student Success Centers have undertaken despite concern about ongoing funds.
The authors offer a detailed case study about the Michigan Student Success Center.
Tinto, V. (Author). (2012, 2015). Promoting student success one class at a time. Retrieved from
https://www.youtube.com/watch?v=3845TFfAAeY
Dr. Tinto says that to make change in student completion rates, the most important thing
to address is what happens in the classroom. He asks what community colleges can do to
reshape classroom learning and success, and states that students are more successful in
ANNOTATED BIBLIOGRAPHY 9
classrooms where expectations are clear, consistent, and high, but there must be support
that is connected to the classroom itself. The path to success for students must be clear.
Dr. Tinto is informative and convincing, providing several clear examples to illustrate his
point of view.
Remediation Issue Paper
Advisory Committee on Student Financial Assistance. (2012). Pathways to success: Integrating
learning with life and work to increase national college completion, a report to the U.S.
Congress and Secretary of Education. Washington, D.C.
This report focuses on measures to assist non-traditional students to complete credentials
or degrees, in order to further the 2020 goal of the United States of increasing the number
of college graduates. The authors state that helping non-traditional students succeed is
challenging because higher education and financial aid are not structured to support these
students, and there is inadequate data regarding non-traditional students. The advisory
committee held a hearing in 2011 with two panels of experts, state and institutional, to
address barriers, best practices, and federal role regarding non-traditional students. The
results of this hearing comprise the body of this report.
The results of the hearing are extremely useful, as a wealth of information regarding
possible practices and implications for higher education is included in the transcripts. The
report closes with a valuable summary of innovative proposals and practices which are
highlighted throughout the transcript.
ANNOTATED BIBLIOGRAPHY 10
Arendale, D. R. (2010). Access at the crossroads: Learning assistance in higher education. In K.
Ward & L. E. Wolf-Wendel (Eds.), Ashe Higher Ed Report (Vol. 35, pp. 1-145).
Hoboken, NJ: Wiley InterScience.
Arendale states there are many types of learning assistance which serve students,
particularly those of diverse backgrounds, and the institution, by preserving access and
promoting completion. His report shows how a wide range of students use non-credit
activities like tutoring, study groups, and learning assistance centers. Because it is at the
crossroads of academic affairs, student services, and enrollment management, learning
assistance is often controversial, and poorly coordinated. Arendale begins his report with
a comprehensive history of learning assistance, followed by a thorough discussion and
organization of current practices. Finally, he analyzes best practices, along with
supporting case studies, and makes recommendations for comprehensive actions and
coordinated solutions.
Arendale's work is valuable for its detailed analysis of a complex subject which is timely
because of its implications for both access and completion. His conclusion that learning
assistance must transform itself is well-supported throughout his report, particularly with
case studies.
Arum, R., Roksa, J., & Cho, E. (2011). Improving undergraduate learning: findings and policy
recommendations from the SSRC-CLA longitudinal project. New York: Social Science
Research Council.
This report extends the findings of "Academically Adrift: Limited Learning on College
Campuses" (University of Chicago Press, 2011) by documenting results of the Collegiate
ANNOTATED BIBLIOGRAPHY 11
Learning Assessment (CLA) which was administered to several thousand traditional age
college students in spring of 2009. The report also tracks academic practices, and
differences in individuals and institutions.
The findings are credible because this was a relatively large and comprehensive research
project. There may be limited value, however, for community colleges, since the
information was obtained after four years of college. Several themes, however, are
relevant to community colleges. The recommendations for policymakers, practitioners,
and institutions for improving undergraduate learning are applicable anywhere.
Attewell, P., Lavin, D., Domina, T., & Levey, T. (2006). New evidence on college remediation.
The Journal of Higher Education, 77(5), 886-924.
Using data from the National Educational Longitudinal Study, this essay describes how
much remediation occurs in college and what types of students enroll in remedial courses.
It then examines the effects of remediation on completion rates and time to completion,
and whether some kinds of remediation are more successful than others. In conclusion,
the authors sift out implications from the data that will inform current policy
controversies about remediation.
This essay is a valuable resource for study on remediation. The authors thoroughly
discuss the history of remediation and controversies surrounding it, including its
relationship to open access and degree completion. The study, including research
methods, variables, and findings, is analyzed and explained in detail, so that the authors'
conclusions are substantiated and thoroughly believable.
ANNOTATED BIBLIOGRAPHY 12
Collins, M. L. (2015). Heavy lifting: the state capacities required for scaled developmental
education reform. Boston, MA: Jobs for the Future.
Collins examines what four states, Connecticut, Florida, North Carolina, and Virginia,
have done through system-wide developmental education reform, to help more students
earn degrees or credentials. He discusses which aspects of each state's initiatives were
successful, or less than successful. He states that core capacities needed by states for this
reform include: strategic planning, engagement, commuication, implementation, and
evaluation.
The stories of the four states provide compelling evidence of the effectiveness of the
reform. They are particularly valuable since each state's situation is unique, as well as the
challenges they faced. This should be useful to other states, in avoiding the same
mistakes. The author concludes with restating the enormity of the challenge, particularly
in the face of budget cuts, but leaves the reader with questions to ponder prior to
undertaking large-scale reform.
Duke, A.-E., & Strawn, J. (2008). Overcoming obstacles, optimizing opportunities: state policies
to increase postsecondary attainment for low-skilled adults. Breaking Through. Boston,
MA: Jobs for the Future.
This is an overview of a multi-part initiative of Jobs for the Future and the National
Council for Workforce Education. The goal of the initiative is to help community
colleges with assisting low-skilled adult students in obtaining a degree or credentials.
Duke and Strawn introduce reports uncovering some ways state policy can help lower-
skilled adults succeed.
ANNOTATED BIBLIOGRAPHY 13
The authors present useful statistics regarding the challenges confronting low skilled
adults in today's job market. As part of a much larger, comprehensive initiative funded by
Charles Stewart Mott Foundation, North Carolina Glaxo Smith Kline Foundation, and the
Ford Foundation, the initiative provides sound insight into how state policy and
community college practice can impact the future of these adult students and our
workforce. With its focus on low-skilled adults, this report is particularly useful to
researchers studying education for these students.
Levin, H. M., & Calcagno, J. C. (2008). Remediation in the community college: An evaluator's
perspective. Community College Review, 35(3), 181-207. doi:
10.1177/0091552107310118
According to the authors, there is a lack of rigorous analysis on the effectiveness of
remedial education. The authors provide a conceptual framework for evaluating remedial
education, including a list of factors needed for successful interventions, and a number of
approaches that use these factors. Additionally they discuss alternative research designs,
and list basic data requirements.
This article is valuable to researchers who plan to undertake a study of remediation. It is
timely in that it addresses an issue that is at the forefront of the completion and access
controversy, and one that is underrepresented with accurate data.
Perun, S. A. (2015). "What the hell is revise?”: A qualitative study of student approaches to
coursework in developmental English at one urban-serving community college.
Community College Review, 43(3), 245-263. doi: 10.1177/0091552115580593
ANNOTATED BIBLIOGRAPHY 14
Perun conducted this study with the goal of learning how interactions between the
content, professor, and student, shape the outcome of developmental English in one urban
community college. He finds that students' high school experiences initially effect their
approach to learning. Passing the course, however, requires them to learn to revise their
work. He concludes that pedagogy focused on drafting and revising, along with a
professor who gives the students a sense that they belong in higher education, helps
students succeed.
According to Perun, there has been little research into the pedagogy of development
education. As such, this study is valuable for its research into a specific group of students
and professors, and for the numerous examples from actual student interviews. Perun
accurately recognizes the sample is small, and more research is needed.
Pretlow III, J., & Wathington, H. D. (2013). Who places into developmental education and why.
Community College Journal of Research and Practice, 37, 794-799. doi:
10.1080/10668926.2012.719482
The authors examine a sample of young community college students in Texas who placed
into developmental education, to better understand why they required remediation. The
authors postulate that there are actions that leaders and policymakers can take to increase
these students' chances of completion.
The sample characteristics are carefully described, and conclusions drawn. Though
limited in its scope, due to the narrow frame of reference, results are interesting and can
lead to a greater understanding of actionable steps which states and administrators can
take to increase effectiveness of remediation.
ANNOTATED BIBLIOGRAPHY 15
Pruett, P. S., & Absher, B. (2015). Factors influencing retention of developmental education
students in community colleges. The Delta Kappa Gamma Bulletin, 32-40.
The authors present results of a qualitative study of data based on prior results of the
Community College Survey of Student Engagement (CCSSE) of 2013. The authors
conclude that results show grade point average, academic engagement, type of
developmental courses, time spent preparing for class, parents' education level, and
income level, all significantly impact retention. This quantitative study uses binary
logistic regressional analysis.
The study is well organized and documented. Terms are defined and definitions are
explained, apparently based on sound statistical design. The authors admit the possibility
of variables and potential skewed results. Recommedations are useful for administration
and faculty who want to increase retention at their community colleges.
Richardson, J. W. (2005). "Who shall be educated?" The case of restricting remediation at the
City University of New York. Education and Urban Society, 37(2), 174-192. doi:
10.1177/0013124504271987
Richardson examines, in retrospect, the City University of New York's, (CUNY's), Board
of Trustees, and the New York State Board of Regents' decision to end remedial courses
at all the system's senior colleges in 2000. According to Richardson, this is a symptom of
a national trend to limit access in the name of higher quality education. Limiting open
access most acutely impacts inner city, lower income, and non-traditional students, since
they are the ones most in need of remedial education. Paradoxically, they comprise the
ANNOTATED BIBLIOGRAPHY 16
population the system was established to serve. She focuses her research on some of the
intended and unintended consequences of this decision.
Though the same trend has occurred in numerous states across the country, Richardson
chooses to focus on CUNY because of its status as one of the largest mega-public
educational institutions in the nation. Her conclusions about equity are pertinent to those
studying access and remediation.
Schnee, E. (2014). "A foundation for something bigger": Community college students'
experience of remediation in the context of a learning community. Community College
Review, 42(3), 242-261. doi: 10.1177/0091552114527604
Schnee's study explores a first-semester learning community for developmental English
at an urban community college, and its impact on the students in the course. Data were
collected through interviews over a three-year period with a cohort of 15 students who
were enrolled in the lowest level of developmental English, linked with Introduction to
Psychology, and a student development course. She focuses on reporting the students'
experiences, and perspectives, analyzing them in the context of the issue of college
remediation.
Although a very small study of only 15 students, Schnee reveals implications for
community college research and practice. Her findings inform the reader, and guide the
independent researcher with questions for further investigation.
ANNOTATED BIBLIOGRAPHY 17
Scott-Clayton, J., & Crosta, P. M. (2014). Improving the targeting of treatment: Evidence from
college remediation. Educational Evaluation and Policy Analysis, 36(3), 371-393. doi:
10.3102/0162373713517935
Screening for remediation, according to the authors, is not consistent, and extreme mis-
assignments are common, with under-placement in developmental education, much more
common than over-placement in college courses. The authors state that using high school
transcripts in student placement is useful, but not adding test scores. They are concerned
by the racial and gender inequity of some screening policies, and suggest that the use of
more accurate screening tools would not only promote equity, but success for more
students.
This aspect of the remediation issue, how students are screened and placed in
remediation, has value to many other dialogues about developmental education. The
authors present convincing data to support their argument.
Ward, N. (2006). Improving equity and access for low-income and minority youth into
institutions of higher education. Urban Education, 41(1), 50-70. doi:
10.1177/0042085905282253
Ward addresses the problem of understanding the low level of academic success of racial
and ethnic minorities as compared to their Caucasian peers. She also describes several
federal initiatives designed to improve equity in higher education for minorities. She
focuses on one new initiative, Gaining Early Awareness and Readiness for
Undergraduate Programs, GEAR UP, implemented successfully in Connecticut.
ANNOTATED BIBLIOGRAPHY 18
Ward's article provides specific, detailed, information about one initiative, GEAR UP,
and underscores implications for educational policy and practices that promote equity for
minorities and low-income students.